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A. Cognitive: By the end of the lesson, students should know how to make responsible decisions and use resistance skills, as evaluated by a worksheet done in class.

B. Affective: By the end of the lesson, the students should be able to demonstrate behaviors related to the Empowered Decision-Making lesson by completing various activities in class, as determined by the teacher based on student responses.

II. Materials or Equipment

A. Lesson Plan

B. 24 Instant Activity Vocabulary Worksheets

C. Decision-Making Situations Overhead

D. 5 Decision-Making Situations Worksheets

III. Diversity/Differing Abilities:

A. There are no students in the class with specials needs.

IV. Procedure: 14

A. Introduction “Good morning everyone! I will be teaching your health class today on decision-making. Your instant activity is on the overhead and the worksheet to complete the activity is already on your desk. Please read the instructions carefully and get started on your activity while I take attendance. We will be discussing the worksheet along with the lesson shortly. Is everyone finished with their worksheet? Good. How many of you have ever had to make a difficult decision? How many of you think that you may not have made the right decision? Today we will be learning how to make responsible decisions. Making responsible decisions is very important because in some situations a good or bad decision can significantly affect your life. For example, if you were ever faced with a situation in which you had to decide whether or not to break a law, you could end up spending time in jail if you were to make the wrong decision. How many of you have ever had someone or a group of people try to convince you to make a wrong decision? Today we will also be learning about peer pressure, and how to use resistance skills when you want to say no or leave a situation.

b. To be empowered means to be inspired because you feel some sense of control over your behavior and decisions.

c. In order to gain the feeling of empowerment, it is crucial that you take responsibility for your decisions. Whether or not you take responsibility for your decisions is based on your type of decision-making style.

2. Decision-Making Styles

a. Inactive decision-making style

1. Can anyone tell me what an inactive decision-making style is?

2. Inactive decision-making is a decision-making style in which you fail to make choices, and this failure determines what will happen.

3. Teens with this decision-making style do not know what they want to do, and put off making difficult decisions. Therefore, they end up having to deal with whatever happens, and they do not gain the self-confidence they would have if they had made a decision and been accountable for it. In other words, they do not become empowered.

b. Reactive decision-making style

1. Can anyone tell me what a reactive decision-making style is?

2. Reactive decision-making is when you allow others to make your decisions.

3. Being easily influenced by what others think, do, or suggest, lacking self-confidence, and having a need to be liked by others are characteristics that teens with this style of decision-making demonstrate. Like teens with inactive decision-making styles, teens with this type of decision-making style are not empowered either.

c. Proactive decision-making style

1. Can anyone tell me what a proactive decision-making style is?

2. A proactive decision-making style is one in which you examine the decision to be made, identify and evaluate actions you might take, select an action, and take responsibility for the consequences of this action.

3. Teens who use a proactive decision-making style do so by using The Responsible Decision-Making Model.

3. The Responsible Decision-Making Model

a. Does anyone know what The Responsible Decision-Making Model is?

b. The Responsible Decision-Making Model is a series of steps that assure that your decisions lead to actions that promote health, protect safety, follow laws, show respect for self and others, follow guidelines set by responsible adults such as your parents or guardian, and demonstrate good character.

c. The Responsible Decision-Making Model includes the following steps:

1. Describe the situation that requires a decision

2. List possible decisions you might make

3. Share the list of possible decisions with a trusted adult

4. Evaluate the consequences of each decision

5. Decide which decision is responsible and most appropriate

6. Act on your decision and evaluate the results

4. Resistance Skills

a. Peer Pressure

1. Does anyone know what the term peer-pressure means?

2. Peer pressure is influence that people of similar age or status place on others to encourage them to make certain decisions or to behave in certain ways.

3. Peer pressure can be either negative or positive because peers may pressure you to make the right or wrong decision.

b. Resistance Skills

1. Can anyone define the term resistance skills for me?

2. Resistance skills are skills that are used when you want to say no to an action or to leave a situation.

3. Using The Model for Using Resistance Skills is a great way to say no to peers and stick to your decisions in spite of peer pressure.

5. The Model for Using Resistance Skills

a. The Model for Using Resistance Skills is a list of suggested ways to resist negative peer pressure.

b. The Model for Using Resistance Skills includes the following steps:

1. Say no in an assertive way.

2. Give reasons for saying no.

3. Use nonverbal behavior to match verbal behavior.

4. Avoid being in situations in which there will be pressure to make harmful decisions.

5. Resist pressure to engage in illegal behavior.

6. Influence others to make responsible decisions.

C. Teaching Strategies 31

1. Group Decision-Making/Resistance Skills Activity

a. Divide the class into five groups.

b. Each group will get a worksheet with a decision-making and peer pressure situation on it in which they have to use The Responsible Decision Making Model and The Model for Using Resistance Skills respectively to complete the worksheet.

c. Each group will then share their situation and the information on their worksheet with the class.

d. Does everyone agree with this group’s decision and use of resistance skills?

2. Partner Resistance Skills Activity

a. Find a partner that was not in your group.

b. Each partner must come up with their own negative peer pressure situation, possibly from their own life, and their partner must practice using some of the resistance skills learned to say no to the action or leave the situation.

D. Closure 3

Alright class, we are just about out of time. Good job and keep up the good work. Does anyone have any questions? Remember that making responsible decisions is a crucial factor in establishing and enhancing your health. Please pass up your instant activity worksheet. Thank you and have a good day.

E. References

Meeks and Heit. Totally Awesome Health. 1997.

Meeks, Heit, and Page. Comprehensive School Health Education. 2005.

Vocabulary Instant-Activity

Name_______________________________ Date__ ______________

Instructions: First unscramble each bold-face vocabulary term from Unit 1, Lesson 2 of your book, and then define each term. The lesson and vocabulary terms can be found on pages 12-15 of your book.

1. hte sporenblesi iiscnoed niamgk dleom Term: Definition:

2. iaevinct iiscnoed niamgk ylest Term: Definition:

3. oeedprmew Term: Definition:

4. pere pueerssr Term: Definition:

5. ecivraet iiscnoed niamgk ylest Term: Definition:

6. eineacrsst klliss Term: Definition:

7. het eodlm ofr insgu eineacrsst klliss Term: Definition:

8. orteipacv iiscnoed niamgk ylest Term: Definition:

Decision-Making Activity

Names:_________________________ Date:________________

Directions: First read the decision-making/peer pressure situation you have been given. Then, using the responsible decision-making and resistance skills models as guidelines, explain the decision your group would make and how you would support your decision. Be prepared to share you situation and answers with the class.

After school you are hanging out with a bunch of friends from the soccer team when a few of them decide they want to skip practice because they would rather drink alcohol all afternoon. They propose the idea to you, and invite you to join them.

1. What are the possible decisions you can make? (Think creatively, not just yes or no, what are some alternatives or other options?)

2. What are some of the possible consequences or results of each of these decisions?

3. What did your group decide is the most responsible decision?

4. If you decided to say NO, what reasons did you give and how can you try to use positive peer pressure to influence your friends to make the right decision as well?

Decision-Making Activity

Names:_________________________ Date:________________

Directions: First read the decision-making/peer pressure situation you have been given. Then, using the responsible decision-making and resistance skills models as guidelines, explain the decision your group would make and how you would support your decision. Be prepared to share you situation and answers with the class.

During lunch you realize that you have forgotten to bring anything to eat and that you don’t have any money to buy food. Your friend insists that you “just steal your lunch” because — it’s better and healthier than being hungry all day, plus he does it all the time and it’s really easy.” What do you do?

1. What are the possible decisions you can make? (Think creatively, not just yes or no, what are some alternatives or other options?)

2. What are some of the possible consequences or results of each of these decisions?

3. What did your group decide is the most responsible decision?

4. If you decided to say NO, what reasons did you give and how can you try to use positive peer pressure to influence your friend to make the right decision as well?

Decision-Making Activity

Names:_________________________ Date:________________

Directions: First read the decision-making/peer pressure situation you have been given. Then, using the responsible decision-making and resistance skills models as guidelines, explain the decision your group would make and how you would support your decision. Be prepared to share you situation and answers with the class.

Before a big test in math class your friend tells you that she studied for three hours the night before, but isn’t sure if she really understands the information. She knows your good at math and asks you if it’s alright if she can check your answers to make sure they are the same as hers during the test.

1. What are the possible decisions you can make? (Think creatively, not just yes or no, what are some alternatives or other options?)

2. What are some of the possible consequences or results of each of these decisions?

3. What did your group decide is the most responsible decision?

4. If you decided to say NO, what reasons did you give and how can you try to use positive peer pressure to influence your friend to make the right decision as well?

Decision-Making Activity

Names:_________________________ Date:________________

Directions: First read the decision-making/peer pressure situation you have been given. Then, using the responsible decision-making and resistance skills models as guidelines, explain the decision your group would make and how you would support your decision. Be prepared to share you situation and answers with the class.

You and a friend are at the mall and notice a twenty-dollar bill fall out of an older woman’s pocket. Once the woman gets far enough away, your friend grabs the twenty and says, “That’s the easiest twenty bucks we’ve ever made.” Should you side with your friend and keep the money?

1. What are the possible decisions you can make? (Think creatively, not just yes or no, what are some alternatives or other options?)

2. What are some of the possible consequences or results of each of these decisions?

3. What did your group decide is the most responsible decision?

4. If you decided to say NO, what reasons did you give and how can you try to use positive peer pressure to influence your friend to make the right decision as well?

Decision-Making Activity

Names:_________________________ Date:________________

Directions: First read the decision-making/peer pressure situation you have been given. Then, using the responsible decision-making and resistance skills models as guidelines, explain the decision your group would make and how you would support your decision. Be prepared to share you situation and answers with the class.

You are with a bunch of friends at the movies on a Friday night. After the movie, one of your friends suggests that you and him go out back and have a cigarette. He insists that everyone has had a cigarette during their lifetime, so there is no reason why you can’t even try it once. What do you do?

1. What are the possible decisions you can make? (Think creatively, not just yes or no, what are some alternatives or other options?)

2. What are some of the possible consequences or results of each of these decisions?

3. What did your group decide is the most responsible decision?

4. If you decided to say NO, what reasons did you give and how can you try to use positive peer pressure to influence your friend to make the right decision as well?